few_shots: Example:
Problem/activity:
Stage 1: Money
Required Preparation
Materials to Copy
Blackline Masters
Would You Rather Stage 1 Spinner
Would You Rather Stage 1 Recording Sheet

Narrative
The first partner spins to get a group of coins. They write a question that compares the amount they spun to a different group of coins that they make up.


Standard options: 
A. Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.
B. Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?


Thought: In this activity, students write word problems that compare coin amounts.
Answer: B

Now, assign the following problem or activity to one or more relevant standards it aligns with.
shot_info: im_center_000269

2
options: Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.

Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:
- 100 can be thought of as a bundle of ten tens — called a “hundred.”
- The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).

Count within 1000; skip-count by 5s, 10s, and 100s.

Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
problem_activity: Task
1.  Arrange the following numbers from least to greatest:
$$ 476 \qquad \qquad 647 \qquad \qquad 74 \qquad \qquad 674 \qquad \qquad 467 $$
______     ______     ______     ______     ______
2.  Arrange the following numbers from greatest to least:
$$ 326 \qquad \qquad 362 \qquad \qquad 63 \qquad \qquad 623 \qquad \qquad 632 $$
______     ______     ______     ______     ______


correct_option_index: 0